E‐Learning Attitudes as Predictors of Ethical Practice and Perceived Stress in Virtual Education: A Cross‐Sectional Study From a Resource‐Limited Setting
Mohammad Amin Shadman, Farahnaz Kamali, Razieh Bagherzadeh, Shahnaz PouladiABSTRACT
Background and Aims
The rapid growth of virtual education in higher education necessitates an examination of its ethical and psychological implications. This study examines the impact of students' attitudes toward e‐learning on their commitment to ethical behavior and stress levels within virtual learning environments in southern Iran.
Methods
A cross‐sectional, correlational study involved 256 students from Bushehr University of Medical Sciences from October 2022 to March 2023. Participants were selected through quota sampling and completed validated tools, including the Student E‐Learning Attitude Questionnaire, Cohen's Perceived Stress Scale, and a researcher‐designed Ethics in Virtual Education Questionnaire. Data analysis was performed using SPSS v20, with a significance level set at p < 0.05.
Results
The mean (±SD) scores were 79.60 ± 11.16 for e‐learning attitudes, 28.04 ± 8.15 for perceived stress, and 149.74 ± 16.87 for ethical practice. Attitudes toward e‐learning significantly predicted ethical practice in virtual education (β = 0.167, 95% CI: 0.077 to 0.429, p = 0.005), while no significant relationship was observed between e‐learning attitudes and perceived stress ( p > 0.05).
Conclusion
Positive attitudes toward e‐learning foster students' adherence to ethical standards in virtual education but do not directly impact perceived stress levels. These findings underscore the importance of fostering constructive perceptions of virtual education and promoting ethical literacy to enhance educational quality and student well‐being.